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Working together? Partnership approaches to 14-19 education in England

机译：合作？英格兰14-19教育的伙伴关系方法

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摘要

Partnership working between institutions and organisations is currently commonly seen as providing solutions to meeting multiple, interrelated needs in areas of social policy including health, social welfare and education. This article examines and discusses the policy and practice of such collaboration in an educational context. Drawing on studies of state-funded interventions into 14-19 provision in England it offers insights into why and how schools, colleges and other organisations involved in education and training collaborate. It concludes that partnership is highly locally contingent. National policy on partnership working, which is itself not consistent, is strongly mediated by local contextual factors, institutional values and interests, personal missions and careers, pragmatic opportunism, ad-hocery and happenstance. The interplay of these factors is highly dynamic and changes over time.
机译：当前，机构和组织之间的伙伴关系工作通常被视为提供解决方案，以满足在卫生，社会福利和教育等社会政策领域中多个相互关联的需求。本文在教育环境中研究和讨论了这种合作的政策和实践。借助对英格兰14-19条款中由国家资助的干预措施的研究，它提供了有关为什么以及参与教育和培训的学校，学院和其他组织如何以及如何合作的见解。结论是，伙伴关系在很大程度上取决于当地情况。伙伴关系工作的国家政策本身并不一致，它受到地方背景因素，机构价值和利益，个人使命和职业，务实的机会主义，自发和偶然性的强烈影响。这些因素的相互作用是高度动态的，并且会随着时间而变化。

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  • 来源
    《British Educational Research Journal》 |2010年第3期|379-401|共23页
  • 作者

    Jeremy Higham; David Yeomans;

  • 作者单位

    Post-14 Research Group, Lifelong Learning Institute, University of Leeds, Leeds, UK;

    Post-14 Research Group, Lifelong Learning Institute, University of Leeds, Leeds, UK;

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  • 正文语种 eng
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